Educators and theorists tend to approach the affective and moral dimensions of education as they approach all other dimensions of learning, as compartmentalized domains, and as a collection of learning more or less separate from other learning. As a result, they view moral development as more or less independent of cognitive development. “And why not!” one might imagine the reply. “Clearly there are highly educated, very intelligent people who habitually do evil and very simple, poorly-educated people who consistently do good. If moral development were so intimately connected to cognitive development, how could this be so?”In this paper, I provide the outlines of an answer to that objection by suggesting an intimate connection between critical thinking, moral integrity, and citizenship. Specifically, I distinguish a weak and a strong sense of each and hold that the strong sense ought to guide, not only our understanding of the nature of the educated person, but also......
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